Private School

Inspection Report

Aliaa International School

Academic Year 2016 2017

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 Aliaa International School

Inspection Date February 13, 2017 to February 16, 2017

Date of previous
April 27, 2015 to April 30, 2015
inspection

General Information Students

Total number of
School ID 235 498
students

Opening year of %of students per Main Curriculum 100%

2012
school curriculum Other Curriculum 0
KG 124
Number of students Primary: 192
Principal Dina El Saadi
in other phases Middle: 182
High: 0

School telephone +971 (0)3 7848992 Age range 3 to 13 years

Grades or Year
School Address Aldaher Area, Al Ain KG1 to Grade 8
Groups

Official email (ADEC) aliaaint.pvt@adec.ac.ae Gender Boys and girls

% of Emirati
School website www.aliaintschool.com 82%
Students
1. Omani 7%
Fee ranges (per Low Category: Largest nationality
2. Egyptian 4%
annum) AED 10,000 to AED 19,000 groups (%)
3. Jordanian 2%
Licensed Curriculum Staff

Main Curriculum American Number of teachers 43

Other Curriculum Number of teaching

----- 35
(if applicable) assistants (TAs)
External Exams/ Measures of Academic Teacher-student KG/ FS 1:8
Standardised tests Progress (MAP) ratio Other phases 1:13

Accreditation ----- Teacher turnover 10%

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 Introduction
Inspection activities
Number of inspectors 3
deployed

Number of inspection days 4

Number of lessons observed 73

Number of joint lesson 2

observations
Number of parents
80; (return rate: 16%)
questionnaires
Inspectors examined and evaluated the written work
of a sample of students at a range of grades. They held
Details of other inspection meetings with senior leaders and teachers, with other
activities members of the school staff, members of the
governing body, students and parents. They reviewed
a range of documents provided by the school.

School
Our school is committed to encouraging the best in its
students, staff, and community. We aim to nurture a
School Aims passion for knowledge, sport, creativity, and
vocational skills.

Our shared vision is of a school that enables each

student to achieve their potential within a learning
School vision and mission environment that is safe, positive, respectful, inclusive
and welcoming.

Non-selective

Admission Policy

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 The Governing Board comprises the owner, the
principal and 4 other members, including a parent
representative.

Leadership structure The SLT comprises the principal, vice principal and
(ownership, governance and academic manager. The principal and vice principal
management) joined the school in August 2016. The academic
manager joined the school in January 2017.

Six heads of subject departments comprise a middle

leadership team.

SEN Details (Refer to ADEC SEN Policy and Procedures)

Number of students Number of other students
SEN Category identified through external identified by the school
assessments internally

Intellectual disability 2 1

Specific Learning Disability 0 3

Emotional and Behaviour

0 2
Disorders (ED/ BD)
Autism Spectrum Disorder
0 1
(ASD)
Speech and Language
0 2
Disorders
Physical and health related
0 2
disabilities

Visually impaired 0 0

Hearing impaired 0 0

Multiple disabilities 0 0

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 G&T Details (Refer to ADEC SEN Policy and Procedures)
Number of students
G&T Category
identified

Intellectual ability 1

Subject-specific aptitude (e.g. in science, mathematics,

1
languages)

Social maturity and leadership 1

Mechanical/ technical/ technological ingenuity 1

Visual and performing arts (e.g. art, theatre, recitation) 1

Psychomotor ability (e.g. dance or sport) 1

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The overall performance of the school
Inspectors considered the school in relation to 3 performance categories

Band A High performing (Outstanding, Very Good or Good)

Band B Satisfactory (Acceptable)

Band C In need of significant improvement (Weak or Very Weak)

The school was judged to be: Band C Weak

Band C
Band A Band B
In need of significant
High Performing Satisfactory
improvement
Outstanding

Acceptable

Very Weak
Very Good

Weak
Good

Performance Standards

Performance Standard 1:

Students achievement

Performance Standard 2:
Students personal and
social development, and
their innovation skills

Performance Standard 3:
Teaching and assessment

Performance Standard 4:
Curriculum

Performance Standard 5:
The protection, care,
guidance and support of
students

Performance Standard 6:
Leadership and
management

Summary Evaluation:
The schools overall
performance

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The Performance of the School
Evaluation of the schools overall performance
Alia International School provides education of weak quality. Students
attainment is below the expectations of the curriculum in English, mathematics
and science at the primary and middle school phases. Attainment in Arabic and
social studies is below the expectations of the Ministry of Education (MOE)
curriculum at the middle school phase. Attainment in the kindergarten (KG) is in
line with or higher than expectations of children of that age and they make at
least acceptable progress in all subjects. The quality of the teaching is weak in
about half the lessons at the primary and middle school phases. The curriculum is
weak. As a result, students make less progress than they should in most subjects
and in the development of important learning skills, particularly the ability to work
independently of the teachers.
The school has undergone considerable instability since its opening in 2012. There
have been several changes of principal and other senior staff in that period. The
schools owner assumed direct responsibility for the schools management in the
summer of 2016, when a new senior leadership team (SLT) was appointed,
together with several heads of subject departments.
The new leaders evaluation of their schools performance is thorough and
accurate. They already know its strengths and weaknesses well. This has enabled
them to devise realistic and well-targeted plans for improvement. Some of these
strategies have achieved immediate impact; others require more time and
consistent application to take effect.
Progress made since last inspection and capacity to improve
Until September 2016 the school had made very little progress towards
implementing the recommendations of the previous inspection report. Since
then, the board of trustees and a new SLT have made a determined response to
the recommendations and achieved significant progress in a short time with a
minority of them.
The board of trustees now delegates professional responsibilities to the principal.
Its members keep well-informed of the schools performance and are active in
support of the SLTs plans for improvement. Students now benefit from the
availability of an adequate range of learning resources of acceptable quality. Their
ability to use technology and other resources to conduct enquiries and undertake
research independently from teachers is still under-developed.

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An ambitious programme of practical training in modern teaching methods is in
progress, involving all the teachers. Some aspects of teaching have improved as a
result, for example the use of learning objectives in planning lessons. The majority
of teachers now regularly check the accuracy of students written work and a
minority provide suggestions for how the work could be improved.
Academic achievement remains weak in the subjects taught in English. Most
students access to the curriculum is still limited by their lack of English
proficiency. The SLTs plans to improve curriculum provision for learning English
as an additional language have had insufficient time to make a significant impact.
The leaders at all levels have capacity to achieve and sustain further substantial
improvement without external support and guidance.
Development and promotion of innovation skills
The new SLT are conscious of the need to promote the development of
innovation among the students. Implementation is at a very early stage. Examples
of student engagement in innovative activities include building robots and electric
cars for a science fair; participation in an innovation day in January, involving work
in science and mathematics; and the childrens activities in weekly themed days in
the kindergarten (KG).
Students at Grades 5 and 6 have a weekly science, technology, engineering and
mathematics (STEM) lesson, in which they make working models from recycled
materials. To do this, they follow detailed instructions rather than design and test
their own responses to engineering challenges. Students do not plan their own
enquiries. In almost all lessons, teachers instruct students on how they should use
resources. The school provides very few opportunities for students to take the
initiative or exercise leadership.
The SLTs capacity to innovate is illustrated by their re-structuring of the school
day to accommodate additional time for students to consolidate basic literacy
skills. Their introduction, after consulting students, parents and teachers, of a
weekly session in which all students take part in a choice of clubs, is similarly
innovative.

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The inspection identified the following as key areas of strength:

the quality of education provided in the kindergarten

specialist support for students with special educational needs
the capacity of the new SLT and middle leaders to improve the school.

The inspection identified the following as key areas for

improvement:
attainment and progress in the key subjects, particularly English
the ability of students at the primary and middle phases to enquire,
research, think critically and solve problems independently of the teachers
opportunities for students to contribute to the community, show initiative,
be enterprising and take the lead
teachers use of questioning to promote thinking and extend students
understanding
learning activities that challenge students of all abilities and enable them
to make good progress.

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Performance Standard 1: Students Achievement

Students achievement Indicators KG Primary Middle High

Attainment Good Acceptable Acceptable

Islamic
Education
Progress Acceptable Weak Weak

Attainment Acceptable Acceptable Weak

Arabic
(as a First Language)
Progress Acceptable Acceptable Weak

Arabic Attainment N/A N/A N/A

(as a Second
Language) Progress N/A N/A N/A

Attainment N/A Acceptable Weak

Social Studies
Progress N/A Acceptable Weak

Attainment Acceptable Weak Weak

English
Progress Good Weak Weak

Attainment Acceptable Weak Acceptable

Mathematics
Progress Good Weak Acceptable

Attainment Acceptable Weak Weak

Science
Progress Acceptable Weak Acceptable

Language of
instruction (if other Attainment N/A N/A N/A
than English and
Arabic as First Progress N/A N/A N/A
Language)

Other subjects Attainment Weak Weak Weak

(Art, Music, PE)

Progress Weak Weak Weak

Learning Skills
(including innovation, creativity, critical
Good Acceptable Acceptable
thinking, communication, problem-
solving and collaboration)

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Achievement is weak overall among students of all abilities. Students with special
educational needs (SEN) make acceptable progress against the targets in their
individual education plans (IEP). Students identified as having special gifts and
talents (G&T) progress at a similar rate to others. Children in the KG acquire a range
of knowledge and skills in line with the expectations of the curriculum. They make
good progress in English and mathematics. Attainment is weak in the majority of
subjects at the primary school phase and weak in most subjects at the middle school
phase. Girls attain higher standards and make greater progress than boys. There are
no historical data for students performance in external assessments in any of the
key subjects at the primary and middle school phases.
Students attain standards in line with curricular expectations in Islamic education.
Most children at KG2 demonstrate a respectful Islamic attitude while reciting verses
from the Quran. They know how to be helpful to others. Most students at Grade 3
can recite chorally surat Al Layl with intonation. By Grade 6, only a minority of
boys can explain hadeeth about the importance of patience in Islam and give an
example to illustrate it.. Boys make weak progress at the primary and middle phases
because the teachers ask only narrow questions and do not challenge them to think.
Achievement in Arabic is acceptable in the KG and at the primary school and weak at
the middle school phase. Children in the KG can understand and respond to
questions in simple standard Arabic. At Grade 3 most students are able to decode
words correctly by applying the suitable phonics rule (Tashkeel) and by Grade 5
most can edit a short paragraph by applying correct grammar rules. Progress is weak
at the middle school phase because the teachers expect too little, the pace of
lessons is slow and too much time is spent on oral drills. Consequently, only a
minority of students by Grade 7 and Grade 8 can use masculine and feminine plural
nouns correctly in written sentences and use metaphors to write error-free
paragraphs.
Achievement in social studies is acceptable at the primary school phase and weak at
the middle school phase. At Grade 4, most students are able to identify factors
leading to overpopulation in specific areas in the UAE. Most students at Grade 8 are
unable to describe in detail the building of the Khalifa tower or reflect on its
significance. Students at the primary school make acceptable progress because the
teachers set interesting tasks and relate lessons to life beyond school. Students
make weak progress at the middle school in the majority of lessons because
activities have low expectations and consequently do not sufficiently challenge a
large majority of students.
Children in the KG attain acceptable standards in English and make good progress.
Almost all children at KG2 can respond to basic factual questions accurately, using
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correct terms such as river and ocean. Achievement in English is weak at the
primary and middle school phases. Students skills in the majority of classes are well
below the levels expected of students learning English as an additional language. In
a minority of lessons at the primary school phase progress is impeded by the
teachers weak classroom management. A large minority of students spend much of
their time off task in these lessons. The weak English proficiency of a large minority
of teachers further limits the progress that students can make. There are insufficient
opportunities in lessons at both phases for students to use spoken and written
English to communicate with one another and with the teacher. A minority persist in
speaking Arabic to one another while working on tasks.
Children in the KG attain acceptable standards in mathematics and make good
progress. Almost all children at KG2 can use simple mathematical terms such as
more than and same as. Attainment in mathematics is weak at the primary school
phase and acceptable in the middle school. Lack of proficiency in English presents a
barrier to learning for most students and consequently progress is weak In the
primary grades. At Grade 3, most students can count forwards in multiples of 2 and
5, but only a few possess the arithmetical skills expected of students of that age. A
minority of students can, when encouraged, draw on previously learnt skills and
apply them in new situations but a majority of students need to relearn them before
extending their understanding of mathematics. Students make progress at an
acceptable rate at the middle school phase where teachers have strong subject
knowledge. By the time they reach Grade 8 most students understand the
properties of triangles and a large minority can calculate angles in a right angled
triangle.
Achievement in science is acceptable in the KG. Most children at KG2 know that
plants are living things and that water is essential to life. They are beginning to
understand why some objects sink and others float. Achievement is weak at the
primary school phase. Most Grade 3 students are unable to describe the differences
between types of cloud while those at Grade 5 have only a very basic understanding
of the effects of light. Progress is weak in a large minority of boys classes because
of weak classroom management and, more often, poorly targeted tasks. Attainment
in scientific understanding and in the ability to ask questions, plan investigations and
analyse data is below curricular expectations at the middle school phase.
Experiments are at a simple level only. Despite low attainment, students make
acceptable progress at the middle school phase because the teachers deliver
effective series of tasks in most lessons, which build on previous knowledge. Most
girls at Grade 7, for example, understand the concept of echolocation and how its
application can benefit visually impaired people.
Students achieve variable standards in a range of other subjects. Standards are weak
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in art, music and French. Art lessons involve routine tasks, with little connection
made with the use of colours for specific purposes by artists and others. Music
lessons involve no significant music making and students develop little
understanding of musical forms. There is insufficient use of the target language in
French lessons. Opportunities to employ French and encourage students to speak
the language are neglected. Boys and girls make acceptable progress in physical
education (PE). Students take part enthusiastically. The teaching seldom
concentrates on the development of specific physical skills. Students make good
progress and attain acceptable standards in information and communication
technology (ICT). Almost all students make good progress in performing key tasks
using Microsoft Office and other applications. They demonstrate adequate
keyboarding skills.
Children in the KG develop a good range of learning skills. They are keen to learn and
they enjoy the wide range of practical activities with which they are presented. They
learn by seeing, hearing and touching. They express preferences and make choices,
guided by adults, about which activities they wish to pursue. Students at the primary
and middle school phases develop an acceptable range of learning skills. Most are
keen to learn and show interest in lessons. Boys become distracted in a minority of
lessons when the teachers management of their behaviour is ineffective. When
working in pairs and groups, students are adept at cooperating and supporting one
others learning. They are rarely required to work on tasks that include collaboration
to solve a problem or prepare an argument. Activities are directed by the teachers in
almost all lessons. Students are given almost no opportunity to frame their own
enquiries, select resources, research information, draw conclusions and decide how
to present their findings.

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Performance Standard 2: Students personal and social development,
and their innovation skills

Students personal and social

development, and their innovation skills KG Primary Middle High
Indicators

Personal development Good Acceptable Acceptable

Understanding of Islamic values and

Acceptable Acceptable Acceptable
awareness of Emirati and world cultures

Social responsibility and innovation skills Acceptable Weak Weak

Most students demonstrate responsible attitudes towards learning and enjoy

school. In the KG children quickly learn how to work and play together and look after
one another. Students behave well around the school at break times and between
lessons. The girls develop self-discipline more readily than the boys, who need far
closer supervision. A minority of boys are disruptive in the minority of lessons in
which the teachers management is weak. Most students enjoy friendly relationships
with one another and are respectful towards adults. They are courteous and helpful
to visitors.
Students develop an acceptable degree of understanding of how to live safely and
healthily. Boys and girls take part in physical warm-up activities at assemblies and
enjoy their participation in PE lessons. They generally make sensible choices of food
and a few join the food and nutrition clubs activities. The rate of attendance, at 92%,
is acceptable. Students arrive promptly at lessons throughout the day. A minority
arrive late each morning.
Most students develop basic understanding and appreciation of how Islamic values
should be reflected in their behaviour. They demonstrate respect for the heritage
and culture of the UAE in morning assemblies and through their participation in
celebrations, including Flag Day, Martyrs Day and National Day. There is little
evidence of students understanding of cultures other than their own.
Most students come to school prepared to work and to learn. They have too few
opportunities to take the initiative or assume leadership roles in lessons and in the
clubs and other activities in which they take part. They have relatively few
opportunities to contribute to the local community through voluntary activities or by

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becoming involved in other projects. Most students are engaged in only a limited
range of activities to develop skills in innovation. There are too few opportunities for
them to initiate their own ideas or to design and develop projects independently.
Students take care of the school buildings and grounds. Their awareness of
environmental issues is developed through work in science lessons, participation in
occasional projects and presentations at assemblies.

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Performance Standard 3: Teaching and Assessment

Teaching and Assessment Indicators KG Primary Middle High

Teaching for effective learning Acceptable Weak Weak

Assessment Acceptable Weak Weak

The quality of the teaching was deemed acceptable or better in the majority of the
lessons observed and weak or very weak in a large minority of them. The teaching
was good in a minority of lessons. A large minority of the good teaching was
observed in the KG.
Teachers in the KG know how to encourage young children to learn. They manage
their assistants well so that they are part of the teaching team and sometimes take
the lead in small group activities. Most teachers at Grades 1 to 8 possess adequate
knowledge of their subjects. A minority of teachers are not clear and accurate
speakers of English and provide poor models of the use of the language.
All teachers plan lessons using a common format, which specifies learning objectives
that are usually shared with students. Objectives are seldom returned to at the end
of lessons to check the progress made against them, sometimes because tasks have
taken too long to complete. Teachers in the KG provide a colourful and stimulating
learning environment, in which children make acceptable and good progress in most
of the subjects. Teachers in the primary and middle schools make acceptable use of
a fair range of learning resources in most subjects. Classrooms, laboratories and
other specialist areas provide an acceptable environment for learning. A large
minority of rooms lack displays of students work that could provide models for
others and illustrate teachers expectations.
Interactions with students and questioning are relatively weak features of the
teaching at all phases. Teachers in the KG engage children in a calm and empathetic
manner. Their questioning elicits mainly factual, single word answers and often
relies on choral responses. In the best KG lessons teachers and assistants put
questions to individual children to develop their understanding. At the primary
school phase weak classroom management reduces the quality of interactions in a
minority of lessons. The teaching in these lessons fails to engage and sustain
students interest. In most lessons teachers seldom ask follow-up questions to
probe and extend understanding. Questioning is better at the middle school phase
because teachers have better subject knowledge and the small class size enables

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them to concentrate attention on individual students.
In the KG, the variety of activities cater adequately for children of all abilities. At the
other phases, all students do the same work in almost all lessons. Tasks in a large
minority of lessons lack challenge for students of all abilities. Activities in these
classes fail to develop real subject understanding and consequently do not enable
students to achieve the lessons objectives. Work is usually more closely matched to
students abilities at the middle school phase because the classes are small enough
to enable teachers more easily to support individual students.
In the KG, children handle resources sensibly and make choices about how to use
them, usually under close guidance from teachers and assistants. Teachers at the
primary and middle school phases rarely challenge students to think carefully about
the topics being taught. Students are given too few opportunities to find things out
for themselves, solve problems and develop the capacity to work independently,
without direction from the teacher. Older students rarely plan their own enquiries,
speculate, test and draw conclusions. Consequently, these skills remain relatively
weak among students of all ages.
Teachers now conduct an acceptable range of assessment tasks in all subjects,
based on appropriate curriculum standards. Previous internal assessment has
produced an over-inflated view of students attainment. In the past, the school has
used no recognized method of measuring performance against that of students
following the same curriculum. Measures of Academic Performance (MAP) tests in
English, mathematics and science are being introduced recently. Teachers have
received training in how to administer these online tests. The SLT and heads of
department have the expertise needed to make intelligent analysis of these and
other data to measure the progress of individuals and groups of students. They
recognize the weaknesses in student performance and adjust the curriculum to
reflect the need to reinforce specific aspects of knowledge, understanding and
skills. Teachers are beginning to use assessment information to identify individual
students strengths and weaknesses and to adjust their teaching in response.
Teachers have reasonable knowledge of students capabilities. The majority check
and comment on the accuracy of written work. A minority provide suggestions for
how the work could be improved. Students rarely evaluate their own and others
work.

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Performance Standard 4: Curriculum

Curriculum Indicators KG Primary Middle High

Curriculum design and implementation Acceptable Weak Weak

Curriculum adaptation Acceptable Weak Weak

The curriculum is aligned with California State Standards. It provides acceptable

breadth and balance. It devotes insufficient attention to the development of
students independent learning skills. All heads of department check teachers
lesson plans to ensure continuity and progression. Students academic outcomes,
particularly in English, indicate that they are not adequately prepared for the next
stage of education in which the medium of teaching and learning is English. The
curriculum is not planned as a coherent whole. Individual teachers and departments
take occasional steps to prepare for or reinforce the content of one subject through
work in another. The new SLT and the heads of department have reviewed and
broadened the scope of the curriculum in English, mathematics and science. The KG
curriculum is appropriate for young children and offers them opportunities to make
choices and learn through practical activities and imaginative play.
The school has made some modifications to the curriculum. The structure of the
school day has recently been re-organised to create additional time for teaching
basic English and Arabic language skills. The curriculum in ICT has been adapted to
make it more suitable for students who have limited prior knowledge of digital
technologies. These changes are recent and the benefits are not yet evident in
students achievement. The needs of students with SEN are met effectively through
withdrawal and in-class support. Those identified as having particular gifts and
talents have no programme designed to challenge them and develop their interests.
The curriculum provides few opportunities for students to engage in activities to
promote enterprise, innovation and creativity. Extra-curricular activities are
restricted to school clubs in school time. Students benefit from occasional
educational visits, but opportunities to contribute to the community outside school
are limited.
The school provides an acceptable range of opportunities for students to develop
understanding of UAE culture and society in social studies lessons and through
participation in celebrations and other events. The KG teachers plan themed weekly
activities, many of which relate to the UAE and their local community. Planning in
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subjects includes consideration of UAE themes, but these are not evident in practice
in most lessons.

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Performance Standard 5: The protection, care, guidance and support
of students

The protection, care, guidance and

KG Primary Middle High
support of students Indicators

Health and safety, including

arrangements for child protection/ Acceptable Acceptable Acceptable
safeguarding

Care and support Acceptable Acceptable Acceptable

The school makes acceptable arrangements to ensure the care and welfare of its
students. The child protection policy has been issued to all teachers and they have
received appropriate training from the social worker. Almost all teachers know what
procedures to follow should they suspect bullying or abuse. Parents and students
are due to be briefed on the policy later in the year.
Students are safe as they arrive and leave the school. The arrangements for security
at the schools three gates are acceptable. Most parents drop their children by car at
the front of the school and this presents some traffic management problems that
the school has not yet fully solved. In KG parents are welcomed at the end of the
day to visit classes and talk to teachers about their childs time in school. There is no
system for ensuring that adults present in the KG at this time of day are actually
parents of a child in the school.
There are good procedures for ensuring the school buildings and grounds are
maintained to an acceptable level. Any issues are dealt with promptly. The schools
premises and facilities provide adequately for students of all ages. The 2 primary
school students with impaired mobility can get to all the parts of the building they
need to. There is no lift, which would prevent older physically disabled students
from gaining easy access to laboratories and the library.
The school encourages students to maintain a healthy diet in lessons and
exhortations in morning assembly. The nurse keeps meticulous records and
schedules comprehensive health screening for students in Grades 1 and 5. The social
worker arranges visits from a local hospital to encourage students to adopt good
hygiene routines in school and at home.
Relationships between staff and students are friendly and purposeful. Acceptable
systems to manage student behaviour are followed rigorously, but teachers
management of behaviour is ineffective in a minority of lessons. The school has

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effective systems to encourage attendance, which at 92% is acceptable. Poor
punctuality in the morning is a concern. The SLT have recently reinforced
procedures for monitoring lateness. These are having a positive effect, but a small
number of students continue to arrive late for the first class of the day.
The recently appointed special needs coordinator (SENCO) has made an effective
start in establishing the scope of needs within the school. He and the social worker
work closely with parents to ensure that the school has the information it needs to
make good provision for each student.
The school makes good specialist provision for students with SEN. Individual IEPs
set academic, social and behavioural targets for each child receiving additional
support. Progress towards achieving them is measured regularly, involving parents,
teachers and the students themselves. Work of good quality takes place with
individual students in the SEN room. Shadow teachers are provided by parents for
some students with more acute physical, behavioural and learning needs. Shadow
teachers have a very limited role in the school and do little to encourage progress.
Most have very little English or Arabic and can contribute very little to the students
educational experience.
Students meet their home room teacher-adviser each day. Almost all students have
good and trusted relationships with them. Teacher-advisers monitor each students
academic, social and emotional well-being during the course of the year. This
informal arrangement does not ensure that every student gets the same quality of
guidance and support.

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Performance Standard 6: Leadership and management

Leadership and management Indicators

The effectiveness of leadership Acceptable

Self-evaluation and improvement planning Acceptable

Partnerships with parents and the community Acceptable

Governance Acceptable

Management, staffing, facilities and resources Acceptable

The board of trustees and the SLT share a clear ambition to create an academically
successful US curriculum school serving the local and wider community. They are
committed to providing well for all students who attend.
Leaders at all levels, most of whom are recently appointed, demonstrate secure
knowledge of the California curriculum standards. They have begun to educate the
teachers in the requirements of the curriculum and how to assess student
performance accurately. They have sufficient understanding of effective teaching to
significantly influence their colleagues practice. The impact of this expertise is not
yet evident in much of the teaching.
The SLTs relationships with the staff are professional and effective. Middle leaders
have clear roles and expectations. They report to the vice principal at regular
meetings, at which they discuss student attainment and teaching quality. Most are
unable to discharge their responsibilities wholly effectively because of their
extensive teaching commitments and so are not held fully to account for them.
The new leadership has achieved some impact through an extensive training
programme for teachers, the re-structure of the school day, an upgrade of the
premises, the restoration of relationships with parents, and the introduction of MAP
benchmark testing. Leaders at all levels demonstrate the capacity to make the
improvements needed to raise overall effectiveness.
The SLT have developed good awareness of what needs to be done to improve the
school in a relatively short period of time. Middle leaders are aware of weaknesses in
the teaching and low attainment levels in relation to US standards. The self-
evaluation document (SEF) is competently written and makes largely realistic
judgements of quality based on authentic evidence. Regular monitoring and
evaluation of teaching is an important component of the externally delivered
training programme. The SLT have observed the work of all teachers at least twice

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since September 2016. Teachers testify to the effectiveness of the feedback they
receive on the quality of their practice.
The current school development plan (SDP) addresses the weaknesses identified
through self-evaluation and by the previous inspection. Key priorities are accurately
identified and manageable in number. They concentrate on improving the
assessment of student performance, support for students learning English as an
additional language, teaching quality and learning resources. Actions to achieve the
SDPs goals are expressed clearly, with accountabilities and time scales. The previous
SDP was ineffective and resulted in very little improvement. The current plan has
had insufficient time to result in positive effects on student attainment and
progress.
Parents are generally supportive of the school, following a period of considerable
disenchantment. Having fallen sharply in 2015-16, enrolment has now recovered to a
significant extent. Parents views are sought through surveys. Parents of students
with SEN are involved in monitoring the progress of IEPs. Parental consultation and
involvement in decision-making are not well developed. Communication with
parents is efficient, mainly by SMS and email, ensuring rapid contact regarding
absence or other issues. A new report format gives parents informative commentary
on their childrens academic performance. Parents of students with SEN receive very
thorough reports on their social and academic progress. The KG sends parents an
effective weekly curriculum briefing. The school maintains acceptable links with the
community through routine participation in local events and celebrations. No other
partnerships make significant contributions to the quality of the students
education.
The board of trustees includes the owner and a parent nominee. It is not fully
representative of stakeholders but effectively takes account of parents views
through surveys and informal networking in the community. The board members
know the school well and are genuinely concerned for the welfare and academic
progress of students. They delegate responsibility to SLT and keep well-informed
about school performance through regular presentations from the principal. The
board has invested heavily in recent months in buildings, facilities and staff training.
The board monitors and holds the SLT to account for the impact of its investment
only informally.
Daily routines are well-organised and efficient. The school is fully staffed with
adequately qualified teachers. A large minority of the English medium teachers in
the primary school have insufficient English proficiency. They are unable
competently to correct students mistakes in speech and writing and provide a weak
model of English usage. The training programme is effective in supporting individual

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teachers. The content of training sessions matches the schools priorities. The
premises and facilities are adequate to deliver the curriculum in full. The recently-
constructed KG building provides a learning environment of high quality for young
children. An adequate range of resources is available to support teaching and
learning, including a data show in every classroom. Tablet computers are available
for students to use in lessons, but they rarely do so. The library has no computers for
students to find or process information. The stock of books is insufficient to
promote research and reading for pleasure.

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What the school should do to improve further:
1. Raise attainment and progress in all subjects by:
i. improving teachers use of objectives in lessons so that all students
know what is expected of them and how well they are doing
ii. improving teachers questioning techniques so that students extend
their understanding by being challenged more often to think, to
explain, to estimate, to imagine and to express and justify their
opinions
iii. improving the selection of lesson activities so that they challenge
students of all abilities and enable them to make progress against
lesson objectives
iv. creating more opportunities in lessons and as homework for students
to find information for themselves and use what they have learnt to
answer questions and solve problems.
2. Implement a comprehensive strategy to raise attainment in English by:
i. ensuring that all English teachers have sufficient proficiency in the
language to correct students mistakes and model accurate usage
ii. improving teachers knowledge and skills in teaching English as an
additional language
iii. developing the use of English speech at school events, including
assemblies and celebrations
iv. increasing the quantity and use of books and learning resources in the
English language
v. coordinating the methods used by teachers of Arabic and English so
that students make better progress in literacy in both subjects.
3. Increase the number and frequency of opportunities for students to
contribute to the local community, show initiative, be enterprising and take
the lead by:
i. mapping their inclusion in the scope and sequence of work across
subjects at all grades
ii. including opportunities for students to develop these skills in clubs and
other activities
iii. developing links with organisations that offer these types of
opportunities to students of primary and middle school age.

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